Κριτικός γραμματισμός στο κυπριακό σχολείο: Απόψεις, πρακτικές και στάσεις εκπαιδευτικών
Abstract
This paper explores the understandings, teaching practices and attitudes of public school teachers regarding the introduction of new curricula for the teaching of Greek language arts (GLA) in Cyprus. The introduction of new curricula constituted part of the comprehensive reform of the educational system toward the ideal of democratic and humane education; an ideal that was introduced at the onset of the reform effort in 2004 and guided related acts thereafter. The new GLA curriculum differed from previous ones in its emphasis on critical literacy pedagogy and the adaptation of genre literacy principles. It was introduced to schools and teachers during the year 2010-2011 and was partially implemented in 2011-2012; a move that aimed at easing transition from old to new curricula. The purpose of this study is to present and discuss teachers’ understandings, practices, and attitudes regarding the theoretical grounding and enactment of the new curriculum during the year of partial implementation. The study is theoretically grounded in perspectives on language, ideology, and power that allow the interpretation of teachers’ perspectives as situated and constructed within particular socio-historical contexts. Semi-structured interviewing with 78 public school teachers, identified through purposeful and convenient sampling, constituted the primary method of data collection. Thematic analysis allowed the identification of categories and themes that fell under the three axes of the study (understandings, practices, and attitudes), while the theoretical grounding of the study in perspectives of language, ideology, and power served as its interpretive lens. The analysis and interpretation of interviews highlighted the multiple meanings attributed to critical and genre literacy by teachers during the first year of the new curriculum’s implementation. Teachers also reported diverse ways in which they attempted to implement (or not) the new curriculum in their classrooms. These included the design of critically-oriented learning experiences, the re-structuring of existing instructional materials, and the development of critically-based thematic units in collaboration with their students. Based on teachers’ responses, the support of others, whom they considered experts on the matter (e.g., subject area counselors), was pivotal for their decision to engage in and proceed with the implementation of the new curriculum. Teachers positioned themselves positively in relation to the new curriculum, while also expressing concerns over its philosophy, the time required for its implementation and for designing instruction, the ability of students to take up new roles, and the lack of structured teaching materials—concerns that were reflected in teachers’ reports of their needs. Findings from this study suggest that teachers are meaning makers, whose understandings are shaped by personal characteristics, as well as their positioning in the educational system. Their understandings, practices, and attitudes can thus be interpreted as situated responses to the new curriculum and to the process of curricular change, in general. Hence, these are read as products of teachers’ ideologies and habitual engagement in particular (linguistic) practices, and questions are raised regarding the possibilities for change in the teaching of language arts without the concurrent redefinition of institutional structures.
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Kontovourki, S., & Ioannidou, E. (2013). Κριτικός γραμματισμός στο κυπριακό σχολείο: Απόψεις, πρακτικές και στάσεις εκπαιδευτικών. Preschool and Primary Education, 1, 82–107. https://doi.org/10.12681/ppej.50
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Martin, J.R. (1992). English text: System and structure. Amsterdam, The Netherlands: John Benjamins.
Martin, J. (2006). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20, 10-21.
Morgan, W., & Wyatt-Smith, C. M. (2000). Im/proper accountability: Towards a theory of critical literacy and assessment. Assessment in Education: Principles, Policy & Practice, 7, 123-142.
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Bogdan, R. C., &Biklen, S. K. (2006). Qualitative research in education: An introduction to theories and models (5thed.). Boston, MA: Pearson International Ed.
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
Butler, J. (1999). Gender trouble: Feminism and the subversion of identity (2nd ed.). New York: Routledge.
Γεωργακοπούλου, Α., & Γούτσος, Δ. (2011). Κείμενο και επικοινωνία. Αθήνα: Πατάκης.
Christie, F. (2002). Classroom discoursed analysis. A functional perspective, London: Continuum.
Clark, R., & Ivanic, R. (1997). The politics of writing. New York: Routledge.
Comber, B. (2003). Critical literacy: What does it look like in the early years? In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 355-368). Thousand Oaks, CA: SAGE Publications.
Cope, B., & Kalantzis, M. (1993). Introduction: How a genre approach to literacy can transform the way writing is taught. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 1-21). Pittsburg, PA: University of Pittsburg Press.
Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
Fairclough, Ν. (1995).Critical discourse analysis: The critical study of language. Essex, UK: Pearson Education Limited.
Freebody, P., & Luke, A.(1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5, 7-16.
Freire, P. (1970/2000). Pedagogy of the oppressed. New York: Continuum.
Gal, S.,& Woolard, K. A. (1995). Constructing languages and publics: Authority and representation. Pragmatics, 5, 129–138.
Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. London, UK: The Falmer Press.
Gilbert, P. (1993/2001). (Sub)versions: Using sexist language practices to explore critical literacy. In H. Fehring & P. Green (Eds.), Critical literacy: A collection of articles from the Australian Literacy Educators’ Association (pp. 75-83). Newark, DE & Chicago, IL: International Reading Association & National Reading Conference.
Green, P. (2001). Critical literacy revisited. In H. Fehring & P. Green (Eds.), Critical literacy: A collection of articles from the Australian Literacy Educators’ Association (pp. 40-57). Newark, DE & Chicago, IL: International Reading Association & National Reading Conference.
Gruenwald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32, 3–12.
Halliday, M. A. K. (1985). An introduction to functional grammar. London, UK: Arnold.
Halliday, M. A. K., & Hasam, R. (1985). Language, context and text. Aspects of language in a social semiotic perspective. Victoria: Deakin University Press.
Halliday, M. A. K., & Martin, J. (1993).Writing science: Literacy and discursive power. London, UK: The Falmer Press.
Ioannidou, E. (2012). Language policy in Greek Cypriot Education: tensions between national and pedagogical values. Language, Culture and Curriculum, 25, 215-230.
Ioannidou, E. (in press). Classroom discourse as a distinct genre: Examining classroom talk in the bidialectal setting of Cyprus. In M. Christodoulidou (Ed.), Analyzing Greek talk-in interaction. Amsterdam, The Netherlands: John Benjamins.
Ιωσηφίδης, Θ. (2008). Ποιοτικές μέθοδοι έρευνας στις κοινωνικές επιστήμες. Αθήνα: Κριτική.
Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52, 175-186.
Janks, H. (2005). Language and the design of texts. English Teaching: Practice and Critique, 4, 97-110.
Janks, H. (2010). Literacy and power. New York: Routledge.
Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a difference. Portsmouth, NH: Heinemann.
Jones, S., & Enriquez, G. (2009). Engaging the intellectual and the moral in critical literacy education: The four-year journeys of two teachers from teacher education to classroom practice. Reading Research Quarterly, 44, 145-168.
Kempe, A. (1993/2001). No single meaning: Empowering students to construct socially critical readings of the text. In H. Fehring & P. Green (Eds.), Critical literacy: A collection of articles from the Australian Literacy Educators’ Association (pp. 1-6). Newark, DE & Chicago, IL: International Reading Association & National Reading Conference.
Κοντοβούρκη, Σ., Φιλίππου, Σ., & Θεοδώρου, Ε. (2013). Η (επανα)τοποθέτηση των εκπαιδευτικών κατά την εισαγωγή των νέων αναλυτικών προγραμμάτων στην Κύπρο. Στο Χ. Θεοφιλίδης, Α. Μιχαηλίδου, Π. Περσιάνης & Σ. Φωτίου (Επιμ.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου (σελ. 291-317). Λευκωσία, Κύπρος: Υπουργείο Παιδείας και Πολιτισμού, Παιδαγωγικό Ινστιτούτο, Πανεπιστήμιο Κύπρου, Εκπαιδευτικός Όμιλος Κύπρου.
Kostouli, T. (2001). Teaching Greek as L1: Curriculum and textbooks in Greek elementary education. L1-Educational Studies in Language and Literature,2, 5-23.
Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts,79, 382 - 392.
Luke, A. (1992). Reading and critical literacy: Redefining the "Great Debate". Paper presented at the Annual New Zealand Conference on Reading, Wellington, NZ, May 10-13, 1992. Ανακτήθηκε το Μάιο του 2012 από: http://www.eric.ed.gov/PDFS/ED345211.pdf
Luke, A. (2012). Criticalliteracy: Foundational notes. Theory Into Practice, 51, 4-11.
Luke, A., O’ Brien, J., & Comber, B. (1994/2001). Making community texts objects of study. In H. Fehring & P. Green (Eds.), Critical literacy: A collection of articles from the Australian Literacy Educators’ Association (pp. 112-123). Newark, DE & Chicago, IL: International Reading Association & National Reading Conference.
Martin, J.R. (1992). English text: System and structure. Amsterdam, The Netherlands: John Benjamins.
Martin, J. (2006). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20, 10-21.
Morgan, W., & Wyatt-Smith, C. M. (2000). Im/proper accountability: Towards a theory of critical literacy and assessment. Assessment in Education: Principles, Policy & Practice, 7, 123-142.
Νεοκλέους, Ε., Διεύθυνση Δημοτικής Εκπαίδευσης. (2011, 8 Νοεμβρίου). Στήριξη σχολείων στην εφαρμογή του νέου Προγράμματος Σπουδών της Νέας Ελληνικής Γλώσσας σε σχολική βάση. (Αρ. Φακ.: 7.1.02.7.2.1, 8.11.2011).
Philippou, S., Kontovourki, S., & Theodorou, E. (under review). Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus. Manuscript submitted for publication.
Rogers, R. (2003). A critical discourse analysis of family literacy practices: Power in and out of print. Mahwah, NJ: Lawrence Erlbaum.
Stevens, L., & Beam, T. (2007). Critical literacy. Context, research and practice in the K-12 classroom.Thousand Oaks, CA: SAGE Publications.
Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London, UK: Longman.
Street, B. V., & Lefstein, A. (2007). Literacy: An advanced resource book. New York: Routledge.
Theodorou, E., Philippou, S., & Kontovourki, S., (under review).Between autonomy and autonomies: Teacher professionalism amidst curriculum reform in Cyprus. Manuscript submitted for publication.
Youdell, D. (2000). Schooling identities: An ethnography of the constitution of pupil identities inside schools. Unpublished doctoral dissertation, University of London, UK.
Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht, NL: Springer.
Υπουργείο Παιδείας & Πολιτισμού, Επιτροπή Εκπαιδευτικής Μεταρρύθμισης. (2004). Δημοκρατική και ανθρώπινη παιδεία στην Ευρωκυπριακή πολιτεία – προοπτικές ανασυγκρότησης και εκσυγχρονισμού. Λευκωσία, Κύπρος: ΥΠΠ.
Υπουργείο Παιδείας & Πολιτισμού, Επιτροπή Διαμόρφωσης των Αναλυτικών Προγραμμάτων. (2008). Αναλυτικό Πρόγραμμα για τα δημόσια σχολεία της Κυπριακής Δημοκρατίας: Πρόταση της επιτροπής προς το συμβούλιο δημοτικής και μέσης εκπαίδευσης. Λευκωσία, Κύπρος: ΥΠΠ.
Υπουργείο Παιδείας & Πολιτισμού. (2010α). Νέα αναλυτικά προγράμματα 2010-2011: Ενημερωτικό δελτίο. Λευκωσία, Κύπρος: Παιδαγωγικό Ινστιτούτο, Γραφείο Διαμόρφωσης Αναλυτικών Προγραμμάτων.
Υπουργείο Παιδείας & Πολιτισμού. (2010β). Πρόγραμμα Σπουδών Νέας Ελληνικής Γλώσσας. Λευκωσία: Παιδαγωγικό Ινστιτούτο Κύπρου-Υπηρεσία Ανάπτυξης Προγραμμάτων.
Υπουργείο Παιδείας & Πολιτισμού. (2011). Πρόγραμμα Σπουδών Νέας Ελληνικής Γλώσσας: Επιμόρφωση εκπαιδευτικών (21/01/2011 και 24/01/2011).Λευκωσία, Κύπρος.
Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum.
Χαραλαμπόπουλος, Α., & Χατζησαββίδης, Σ. (1997). Η διδασκαλία της λειτουργικής χρήσης της γλώσσας: Θεωρία και πρακτική εφαρμογή. Θεσσαλονίκη: Κώδικας.
Χατζηλουκά-Μαυρή, Ει. (2013, Μάρτιος). Διδασκαλία της νέας Ελληνικής γλώσσας και παιδαγωγική του κριτικού γραμματισμού στο δημοτικό σχολείο της Κύπρου: Δεδομένα και ζητούμενα στη σχολική τάξη (2011-2013). Εισήγηση στο 13ο ετήσιο συνέδριο του Εκπαιδευτικού Ομίλου Κύπρου. Λευκωσία, Κύπρος.
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